scholarly journals Teacher Dissent in Neoliberal Times: Counter‐Publics and Alternative‐Publics in Teacher Activism

2020 ◽  
Vol 70 (3) ◽  
pp. 297-316
Author(s):  
Terrenda C. White
Keyword(s):  
Teacher Activism

Taking Back Teaching: The Professionalization Work of Teacher Activist Organizations

2022 ◽  
pp. 002248712110707
Author(s):  
Nicole Mittenfelner Carl ◽  
Amanda Jones-Layman ◽  
Rand Quinn
Keyword(s):  
Decision Making ◽  
Collective Knowledge ◽  
Teacher Activism ◽  
Future Studies ◽  
Teacher Professionalization ◽  
Educational Decision ◽  
Accountability Movement ◽  
Educational Decision Making ◽  
Activist Organizations

We contribute to the teacher activism literature an understanding of how activist organizations support professionalization processes. We examine how teachers’ involvement in a local activist organization counteracts the de-professionalizing reforms of the standards and accountability movement and fosters the professionalization of teaching. Our findings suggest that the structures of the activist organization provide opportunities for teachers to create and maintain collective knowledge for curricula and practice, sustain their professional commitments to social justice, and build confidence that promotes voice in educational decision-making. We discuss implications for teacher professionalization and identify the need for future studies on the role of teacher activist organizations on teachers, teaching, and the profession.

A New Kind of Teacher Activism

2019 ◽  
pp. 55-82
Author(s):  
Patrick Schmidt
Keyword(s):  
Critical Pedagogy ◽  
Policy Process ◽  
Leadership Skills ◽  
Teacher Activism ◽  
Policy Context ◽  
Critical Leadership

This chapter explores policy as a form of critical pedagogy. It argues that there is something highly pedagogical about the formation and enactment of policy knowhow. The chapter investigates three central concepts of critical pedagogy—namely, conscientization, participation, and activism—and recasts them within the policy context. Using criticality as a parameter, the chapter links policy knowhow to the formation of critical leadership skills, with the aim of dissuading a view that sees policy as a “closed preserve of the formal government apparatus of policymaking” in which teachers are written out of the policy process.

scholarly journals Care work by convocation: Activist packages on streets to pedagogical packages in schools

2018 ◽  
Vol 8 (1) ◽  
pp. 38-52
Author(s):  
Stephen T. Sadlier
Keyword(s):  
Learning Strategies ◽  
Ethnographic Study ◽  
Power Structures ◽  
Learning Spaces ◽  
Community Members ◽  
Teacher Activism ◽  
Critical Literacies ◽  
Teachers And Students ◽  
Formed Part ◽  
The Village

This portrait of activist education, drawn from a larger ethnographic study into critical literacies and teacher activism in Oaxaca, Mexico in the wake of a teacher-driven social movement, showcases the celebrating of a popular, contentious national hero, Benito Juárez. In Mexico’s poorest region, where teacher mobilization on the streets and learning strategies in schools intersect, resistance to authoritarianism and instructional compliance with officialdom often overlap. Although critical multicultural approaches advocate for teaching to reduce the achievement gap or to critique extant power structures and practices, this article locates the repositioning of a mainstream historical personage as a pedagogical package, an allegory for justice and equality. Deploying the hero as a pedagogical package, the activist teachers established democratic education, altering formal timetables and curricular maps and humanizing the formal learning spaces in school in the aftermath of intensified conflict. Celebrating a popular hero on his birthday in school is a convocation for community members, parents, teachers and students to gather. The contentious relationships between teachers and the village community softened, particularly among men, and classroom learning and street-level mobilization formed part of a continuum of teacher practice.

Education and Activism

2019 ◽  
Author(s):  
Lori Beckett ◽  
Amanda Nuttall
Keyword(s):  
Teaching And Learning ◽  
Teacher Inquiry ◽  
Learning Needs ◽  
System Support ◽  
Policy Advocacy ◽  
Teacher Activism ◽  
The North ◽  
Schooling Experiences ◽  
Community Improvement ◽  
School Heads

The case story of a local struggle in the north of England by research-active teachers to raise their collective voice and advocate for more realistic policies and practices in urban schools is one which premises teacher activism. A school–university partnership initiative exemplifies how teachers, school heads, school leaders, and academic partners can work together to address disadvantaged students’ lives, learning needs, and schooling experiences. The practitioners’ participation in an intensive, research-informed project to build teachers’ knowledge about poverty effects on teaching and learning was successful in the yield of teacher inquiry projects which were published. However, teachers’ efforts to combat student disaffection and under-achievement were deprecated with a lack of system support to the point where democratic impulse and social justice goals were weakened. It would be a misnomer to describe these teachers’ professional intellectual and inquiry work as activist, but they did engage in transformative practices. This led to the production of new knowledge and teachers working collectively toward school—and community—improvement, but it was not enough to effect policy advocacy. Professional knowledge building as a foundation of teacher activism is foregrounded in the matter of trust in teachers. To agitate for change and action in a vernacular neoliberal climate means to fight for teachers’ and academics’ voices to be heard.

Humanizing Trayvon Martin: Racial Profiling, Implicit Biases, and Teacher Education

2016 ◽  
Vol 54 (8) ◽  
pp. 1031-1057 ◽  
Author(s):  
Shiv R. Desai
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Social Justice ◽  
Racial Profiling ◽  
Classroom Interactions ◽  
Children Of Color ◽  
Teacher Activism ◽  
Implicit Biases ◽  
The Impact ◽  
Trayvon Martin

The purpose of this article is to describe a pedagogical inquiry the author conducted to engage preservice teachers in social justice praxis and teacher activism to address the impact of racial profiling on classroom interactions by utilizing the Trayvon Martin case. The Martin case provided the opportunity to have rich, meaningful discussions regarding race, equality, and justice with preservice teachers so that they would be better equipped to tackle such issues in the classroom. Most important, this inquiry reinforces the notion that children of color will never be treated equally until we change how they are perceived.

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